Directions: As a group, discuss and decide what Delpit's chapter and work adds to the conversation about Heath's research and its impact. How does Delpit’s chapter further complicate the notion of literacy, especially in terms of thinking about teaching composition? What does she offer us in terms of thinking about writing workshop? What are other important takeaways from the Delpit chapter that we need to consider in relation to Heath’s research? When time is called, you will present your ideas to the class.
Delpit brings up the issue of power, specifically in the classroom. She also informs about cultural differences and the "rules and codes" that exist in the classroom between teachers, students, families, and the community. She tries to say that some cultural codes have been established whether you want to admit it or not, and these cultural codes usually advantage a group of people who have power (middle and upper class white people). It's important to see that there is not equity in the classroom, and you have to work hard to make that happen within the school environment. Students who do not fit the "cultural norm" have to learn to adapt to survive in the classroom, and instead their differences should be embraced.(Jing)
Teachers should be learning from their students. Delpit brings up the process method of teaching writing.
The way teachers teach will affect how students see them, and that can make or break a relationship between the two. (Taylor)
It's important for teachers to meet students where they are, and also take on the responsibility of teaching them the "norms" that will be required for them to move forward in society when it comes to language and communication.
Delpit opens up the conversation about how what some teachers perceive as "disrespect" or "rude" is actually just a miscommunication in cultures. Some students in specific cultural groups need direct instructions whereas some students can thrive when there are more ambiguous directions given. The little things in the classroom, as Delpit shows, matter immensely when it comes to the writing and communication that comes from students in the classroom. (Nicole)
The relationship between student and teacher, if negative, can have a harsh impact on the writing and the perception of what a student is able to do. Some students, who are incredibly gifted and brilliant, feel as if they do not measure up to this "right" way of speaking and writing and reading and communicating. Indirectly, students are told again and again that the white way is the right way, and it causes for friction. Minority teachers have much different experiences with their students than white teachers do, in general. Delpit pushes the idea that teachers should be literate when it comes to their students- where they come from, who they are, what is "normal" to them, etc. For a teacher to know how to best teach a student, he or she must first know that student beyond a surface level, first impression relationship. The futures of students can be shifted and changed based on the experiences made in the classrooms. Teachers should be thinking about the types of assignments students do, how they are given instructions, and what is expected of them.(Taylor)
Directions: As a group, discuss and decide what Delpit's chapter and work adds to the conversation about Heath's research and its impact. How does Delpit’s chapter further complicate the notion of literacy, especially in terms of thinking about teaching composition? What does she offer us in terms of thinking about writing workshop? What are other important takeaways from the Delpit chapter that we need to consider in relation to Heath’s research? When time is called, you will present your ideas to the class.